Do SMASE Training Methodologies get their way into the Classroom? Interrogating the Kenyan Biology Classroom Environment

Dr. Isaac Christopher Odawa Imanda
Kisii University, Kenya.
Email: imanda2020isaac@gmail.com

Abstract: Strengthening of Mathematics and Science in Education (SMASE) is an In-service Education and Training (INSET) that was initiated to address the perennial poor performance in mathematics and sciences. The INSET aimed at transforming classroom interactions from teacher-centred to learner-centered so as to improve learner academic achievement that had been poor. The present study therefore sought to establish whether the SMASE-trained biology teachers practice the tenets of SMASE. The study was guided by two objectives: To find out the teaching methodologies used by SMASE-trained biology teachers and to determine whether the biology trained biology teachers’ lessons have a bias on biology process or content. The study was conducted in Emuhaya Sub-county in Vihiga County. The respondents included all the SMASE-trained biology teachers in the sub county. The data collection instruments included: Biology Teachers Questionnaire (BTQ), Interview Schedule and Biology Teachers Observation Schedule (BTOS). Data was analysed by use of descriptive statistics and content analysis. It was found that biology lessons were biased towards content with the common methods used during SMASE training and during biology classroom instruction are lecture, question answer, discussion and demonstration. The conclusion made is that there is minimum use of learner-centred teaching methodologies both during training and during classroom biology instruction. It is recommended that the INSET organisers should be pragmatic by practicing the learner-centered methodologies during training so as to enhance teacher-trainee emulation. The findings of this study will inform the SMASE organisers on the adoption of appropriate training approaches.